19 Dec 2024 Recognizing the challenges and opportunities of teaching multilingual learners in the linguistically diverse Asia-Pacific region, UNESCO and UNICEF have joined forces to provide new guidance for policymakers and practitioners on the classroom-based assessment of multilingual learners.The publication, Guidance for the Classroom-Based Assessment of Multilingual Learners: Assessing Languages, Literacy, and Learning Across the Curriculum, provides Member States and countries resources for the development, implementation, and interpretation of learning assessments that accurately document the skills and assets of emergent multilingual learners. The publication focuses on raising awareness about the capabilities of multilingual learners; enhancing knowledge regarding the importance of language choices in teaching, learning, and assessment; planning systematically for the assessment of multilingual learners; and developing practical strategies for teaching and learning that enhance multilingualism and multiliteracies.Guidance for the Classroom-Based Assessment of Multilingual Learners begins with an introduction to the unique capabilities of multilingual learners, along with a description of how learning outcomes can be linked to assessment. Its second and third sections present guiding principles for planning and assessing learning in multilingual schools and classrooms, followed by strategies for the classroom-based assessment of emergent multilingual learners. The practical learning assessment strategies—which serve diagnostic, formative, and summative purposes—are organized according to speaking and listening skills, reading and writing skills, and curricular content apart from language, such as mathematics and the sciences. The publication concludes with a summary of general guidelines and recommendations for assessing multilingual learners. Five country case studies of multilingual education assessment and a glossary of terms and concepts accompany this open-access publication.